First year experience in higher education has been extensively investigated in the literature. Yet, two limitations can be identified out of the literature. The majority of the studies focused on single factor analysis, restraining the multifactorial understanding of adjustment’s determinants. Moreover, the temporal unfolding of the first year at the university has mainly been disregarded, limiting the dynamic framing of adjustment process. To overcome these limitations, the current study used a longitudinal qualitative design in order to grasp the dynamic complexity of adjustment process. Semi-structured interviews were conducted in two steps with 17 freshmen from Science department. The aims were to unfold the constructs at play in student’s adjustment process and the dynamic interplay between them over time. The analyses were grounded into Nicholson’s theoretical framework of transition cycle and the material was analyzed through thematic and sequential analysis. Four themes (readiness, reaching personal drives, fighting an overwhelming program and becoming a self-regulated learner) and four different events (starting up, click, exhaustion and deficiencies accumulation) were identified in the material disclosing the dynamic nature of adjustment process. An overall reflection on the findings is proposed in the conclusion.

中文翻译：

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调整的微妙平衡：学生过渡到大学一年级的定性方法

高等教育的第一年经验已在文献中进行了广泛的调查。然而，可以从文献中确定两个局限性。大多数研究集中在单因素分析上，限制了对调整决定因素的多因素理解。此外，大学第一年的时间展开主要被忽视，限制了调整过程的动态框架。为了克服这些局限性，本研究采用纵向定性设计，以掌握调整过程的动态复杂性。对科学系的 17 名新生进行了分两步进行的半结构化面试。目的是揭示在学生适应过程中发挥作用的结构以及它们之间随着时间的推移动态相互作用。分析以尼科尔森的过渡周期理论框架为基础，并通过主题和顺序分析对材料进行了分析。在揭示调整过程的动态本质的材料中确定了四个主题（准备、达到个人驱动力、对抗压倒性的计划并成为一个自我调节的学习者）和四个不同的事件（启动、点击、疲惫和缺陷积累）。结论中提出了对调查结果的总体反思。用尽和缺陷积累）在披露调整过程的动态性质的材料中被确定。结论中提出了对调查结果的总体反思。用尽和缺陷积累）在披露调整过程的动态性质的材料中被确定。结论中提出了对调查结果的总体反思。